THIRD GRADE LANGUAGE ARTS by forrests

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									Kids Voting Correlates to the North Carolina Standard Course of Study

THIRD GRADE LANGUAGE ARTS
NC Standard Course of Study Objectives Competency Goals Goal 1: The learner will apply 1.03 Integrate prior experiences and all enabling strategies/skills to sources of information in the text read & write. (graphophonic, syntactic, and semantic) when reading orally and silently. 1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through: • Wide reading • Word study • Listening • Discussion • Book talks • Book clubs • Seminars • Viewing • Role play • Studying author’s craft 1.06 Read independently daily from selfselected materials (consistent with the student’s independent reading level) to: • Increase fluency • Build background knowledge • Extend vocabulary Goal 2: The learner will apply 2.02 Interact with the text before, strategies and skills to during, and after reading, listening, or comprehend text that is read, viewing. heard and viewed. 2.03 Read a variety of texts. 2.04 Identify and interpret elements of
Third Grade - Language Arts
Author: LeAnne Williams, Instructional Support Specialist/PreK-12 Literacy and Writing, Charlotte-Mecklenburg Schools (2008)

Kids Voting Classroom Activities: 3-5
• • • •

Elections and Voting
Where Did You Hear That? 1.04, 1.06 Two Ballots 1.04 The Name Game 1.04 Promises to Keep 1.06 In Their Words 1.04 The President’s Hats 1.03, 1.04 Vote Quotes 1.04 Using the World Wide Web 1.04 Judging Propaganda 1.04

Democracy and the People
• •

The Right to Vote
•

• •

Active Citizenship

Elections and Voting
• • • Where Did You Hear That? 2.02, 2.03, 2.05, 2.06, 2.07 Two Ballots 2.05 Promises to Keep 2.03, 2.05, 2.06, 2.07

fiction and nonfiction and support by referencing the text to determine the (author’s purpose, plot, conflict, sequence, resolution, lesson and/or message, main idea and supporting details, cause and effect, fact and opinion, point of view, author’s use of figurative language). 2.05 Draw conclusions, make generalizations, and gather support by referencing the text. 2.06 Summarize main idea(s) from written or spoken texts using succinct language.

Democracy and the People
• • • • • Our Homes, Our Town, Our Country 2.05 In Their Words 2.05, 2.06, 2.08 Our Town Role Play 2.05, 2.07, 2.08 Pledge Anew 2.02, 2.03, 2.06 Democracy: Who? What? Where? 2.05, 2.07 Vote Quotes 2.03, 2.05, 2.06 Literature Connection: The Day Gogo Went to Vote 2.02, 2.03, 2.04, 2.05 Judging Propaganda 2.05, 2.06, 2.07 Student Reporters 2.02, 2.03, 2.04, 2.07 Debates for Classroom Decisions 2.08 Dollars and Sense 2.05

The Right to Vote
• •

• •

Active Citizenship

2.07 Explain choice of reading materials • congruent with purposes.
•

2.08 Listen actively. Goal 3: The learner will make connections through the use of oral language, written language and media & technology. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes. 3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text. 3.03 Use text and own experiences to verify facts, concepts, and ideas. 3.04 Make informed judgments about television productions. 3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps). 3.06 Conduct research for assigned and
Third Grade - Language Arts
Author: LeAnne Williams, Instructional Support Specialist/PreK-12 Literacy and Writing, Charlotte-Mecklenburg Schools (2008)

Elections and Voting
• • • • • Voter Apathy Experience 3.02, 3.03 Where Did You Hear That? 3.01, 3.02, 3.04, 3.05, 3.06 Two Ballots 3.03, 3.05 Watching the Returns 3.04, 3.05 Promises to Keep 3.01, 3.02, 3.03, 3.05 Democracy: What is it…? 3.02, 3.06 Our Homes, Our Town, Our Country 3.02, 3.03, 3.05 In Their Words 3.03 Our Town Role Play 3.02, 3.03 Pledge Anew 3.01, 3.02, 3.03 Democracy: Who? What? Where? 3.02 Vote Quotes 3.05, 3.03 Literature Connection: The Day Gogo Went to Vote 3.01, 3.02, 3.03, 3.05

Democracy and the People
• • • • • •

The Right to Vote
• •

self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

• • • • • • • •

Active Citizenship
Using the World Wide Web 3.04, 3.05 Judging Propaganda 3.03, 3.04, 3.05 Student Reporters 3.01 Bumper Stickers 3.02, 3.03, 3.05 Debates for Classroom Decisions 3.03, 3.06 Things to Do on my First Day in Office 3.02, 3.03, 3.06 Email, Snail Mail 3.06 Dollars and Sense 3.06

Goal 4: The learner will apply 4.01 Read aloud grade-appropriate text strategies and skills to create with fluency, comprehension, and oral, written and visual texts. expression. 4.02 Use oral and written language to: • Present information in a sequenced, logical manner • Discuss • Sustain conversation on a topic • Share information and ideas • Recount or narrate • Answer open-ended questions • Report information on a topic • Explain 4.03 Share written and oral products in a variety of ways (e.g., author’s chair, book making, publications, discussions, presentations). 4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing). 4.05 Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task. 4.06 Compose a draft that conveys major ideas and maintains focus on the
Third Grade - Language Arts

Elections and Voting
• • Where Did You Hear That? 4.02, 4.03, 4.07 The Wish Tree 4.06, 4.08 My Life 4.02, 4.03, 4.09 Our Town Role Play 4.02, 4.03, 4.05, 4.08 Student Reporters 4.01, 4.02, 4.03, 4.04, 4.05, 4.06, 4.07, 4.08, 4.09 Bumper Stickers 4.03, 4.05, 4.06, 4.08 Spokespeople for Kids Voting 4.02, 4.03, 4.05 Debates for Classroom Decisions 4.02, 4.03 Building a Story 4.02, 4.04, 4.05, 4.06, 4.07, 4.08, 4.09, 4.10 Things to Do on my First Day in Office 4.02, 4.03 Email, Snail Mail 4.02, 4.04, 4.05, 4.06, 4.08, 4.09, 4.10 Dollars and Sense 4.02

Democracy and the People
• •

Active Citizenship
• • • • • • • •

Author: LeAnne Williams, Instructional Support Specialist/PreK-12 Literacy and Writing, Charlotte-Mecklenburg Schools (2008)

topic by using preliminary plans. 4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions). 4.08 Focus reflection and revision (with assistance) on target elements. 4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions). 4.10 Explore technology as a tool to create a written product. Goal 5: The learner will apply grammar and language conventions to communicate effectively. 5.01 Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions)
Elections and Voting
• • Where Did You Hear That? 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 The Wish Tree 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 Democracy, What is It…? 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 My Life 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 Pen Pals 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 Student Reporters 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 Bumper Stickers 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 Spokespeople for Kids Voting 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 Building a Story 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 5.07, 5.08 Email, Snail Mail 5.01, 5.02, 5.03,

Democracy and the People
•

5.02 Use correct subject/verb agreement •

5.03 Demonstrate understanding by • using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking Active Citizenship
• • •

5.04 Compose two or more paragraphs with: • Topic sentences • Supporting details • Appropriate, logical sequence • Sufficient elaboration

• •

Third Grade - Language Arts
Author: LeAnne Williams, Instructional Support Specialist/PreK-12 Literacy and Writing, Charlotte-Mecklenburg Schools (2008)

5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings). 5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls). 5.07 Edit (with assistance) to use conventions of written language and format. 5.08 Create readable documents with legible handwriting (manuscript and cursive).

5.04, 5.05, 5.06, 5.07, 5.08

Third Grade - Language Arts
Author: LeAnne Williams, Instructional Support Specialist/PreK-12 Literacy and Writing, Charlotte-Mecklenburg Schools (2008)


								
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